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Data from 484 emerging adults were used to explore sexting within current romantic partnerships. Drawing on recent studies and models of romantic relationship maintenance and behavioral intimacy, sexting was situated as a romantic relationship behavior with the expectation that it would be associated with partnership dynamics (i.e., positive interactions, negative interactions, and commitment). Just over half of emerging adults in the sample were sending sexts to their partners (52.9%). Similarly, 51.9% of them were receiving sexts from their partners. Finally, just under half (47.1%) of surveyed emerging adults were sending and receiving sexts. Most of the non-sexters, reported that they did not want to sext with their partners. There were small but statistically significant differences in partnership dynamics based on sexting behavior. In general, emerging adults who were sexting reported better partnership dynamics (i.e., more positive interactions and commitment) than emerging adults who were not sexting. Overall, sexting with romantic partners appears to be common, but there is a sizable minority of emerging adults who are not sexting and do not want to. Sex and relationship educators can play important roles in helping emerging adults be deliberate in their sexting decision-making, potentially increasing the likelihood that sexting will benefit emerging adults’ romantic partnerships.

Objective We explored how young adults discussed their experiences with singlehood and their reasons for being single. Background Despite singlehood being normative during young adulthood, less research has focused on the diversity of singlehood compared to that of romantic involvement. Method In Study 1, 35 young adults participated in in‐depth qualitative interviews about their romantic histories. We explored singlehood meanings and reasons in the context of their relationship histories. In Study 2 we used data from 155 single young adults to explore the factor structure, internal reliability, and initial validity of the Reasons for Being Single (RBS) scale, which we developed for this study. Results In Study 1 we found that singlehood is not simply the time in‐between relationships, but represents its own, unique aspect of romantic development. In Study 2, our analyses indicated that the RBS was comprised of three subscales: (a) self‐defeating reasons, (b) self‐enhancing reasons, and (c) lack of interest. Self‐defeating reasons were negatively associated with young adult well‐being, whereas self‐enhancing and lack‐of‐interest reasons were positively associated with young adult well‐being. Conclusion Singlehood, like other aspects of young adults' romantic lives, is a diverse and varied experience. Singlehood is also neither an entirely positive nor entirely negative experience. Yet, framing singlehood more positively may aid well‐being. Implications Within relationship education, being single should be treated as a diverse experience. Helping single young adults gain clarity around why they are single and identify their romantic goals may increase the efficacy of relationship education efforts.

We analyzed cross-sectional data collected from a U.S. nationally representative survey of individuals ages 14–24 years old on what sources of information from the past year they considered to be the most helpful about how to have sex ( n  = 600 adolescents ages 14–17 years old, and n  = 666 young adults ages 18–24 years old). Among the 324 adolescents who indicated that they had been helped by at least one source of information, helpful information was most likely to have come from parents (31.0%) and friends (21.6%). Only 8.4% of adolescents said pornography was helpful. However, for those in the 18–24-year-old age group, pornography was the most commonly endorsed helpful source (24.5%), as compared to other possible options such as sexual partners, friends, media, and health care professionals. Multivariable regression analyses revealed that indicating that pornography was the most helpful source of information about how to have sex, compared to the other sources, was inversely associated with being female ( OR  = 0.32, p  = .001), inversely associated with identifying as bisexual compared to heterosexual ( OR  = 0.15, p  = .038), positively associated with being Black compared to being white non-Hispanic ( OR  = 4.26, p  = .021), inversely associated with reporting a household income of either $25 K to $49,999 ( OR  = 0.31, p  = .010) or $50 K to $74,999 ( OR  = 0.36, p  = .019) compared to more than $75 K, and positively associated with having masturbated ( OR  = 13.20, p  = .005). Subsequent research should investigate the role of pornography in both adolescent and adult sexual development, including why one-quarter of U.S. young adults say that pornography is a helpful source of information about how to have sex and what they think that they are learning from it.

Objective The goal was to explore if perceived romantic relationship importance moderated associations between single status and young adults' positive well‐being. Background Singlehood is often framed within a deficit framework, with the expectation that being single during young adulthood may be costly for well‐being. That approach, however, does not account for young adults' romantic goals, which may shape how being single is connected to well‐being. Method Participants were 909 American young adults, ages 18–35 (M = 26.6, 51% female, 81% heterosexual, 58% White, non‐Hispanic), who completed an online survey in December 2019. Results Being single, compared to having a romantic partner, was associated with lower love life satisfaction, general life satisfaction, and flourishing. However, the associations with general life and love life satisfaction were attenuated by relationship dismissal. Conclusion Although single young adults reported lower general and love life satisfaction and flourishing, when perceptions of relationship importance were taken into account, relationship dismissal ameliorated the effect of being single on love life satisfaction and general life satisfaction. Placing less importance on romantic relationships may be a promotive factor for single young adults' positive well‐being. Implications These findings have implications for supporting young adults' positive well‐being, particularly by framing singlehood as normative and, in some cases, preferable to romantic involvement.

Objective Our objective was to use multiple romantic relationship dimensions to identify a typology of emerging adult romantic relationships. Background Emerging adult romantic relationships vary in terms of their relational dynamics, emotional and physical intimacy, and commitment. Understanding the diversity in emerging adult romantic relationships is crucial for developing effective relationship education for emerging adults as they make decisions about their romantic partnerships. Method Using data from 396 romantically involved but unmarried emerging adults, we used cluster analysis to identify a typology of romantic relationships based on relational dynamics (i.e., warmth and support and negative interactions), relationship duration, consolidation (i.e., number of nights and percentage of free time spent together), and commitment (i.e., likelihood of marrying partner). Results The results indicated five types of relationships: (a) happily consolidated (30.8%), (b) happily independent (18.9%), (c) exploratory (17.9%), (d) stuck (23.0%), and (e) high intensity (9.3%). Demographic characteristics, depressive symptoms, life satisfaction, current cohabitation, and cycling within the current relationship varied between the relationship types. Conclusions There appear to be meaningful and important variations among the types of romantic relationships that emerging adults pursue. The associations between relationship type and well‐being depends on the interplay between relational dynamics, consolidation, and commitment. Implications Individuals in different types of relationships may require targeted interventions to help them move out of problematic relationships or to help them build skills for developing and maintaining relationship quality. Suggestions for each type of relationship are provided.

Using data from an undergraduate probability sample, we aimed to: (1) describe the prevalence and demographic characteristics of students who reported having engaged in rough sex with their current partner; (2) assess which sexual behaviors students consider to be rough sex; (3) describe the frequency with which participants report engaging in rough sex as well as their reports of initiating and liking rough sex, in relation to gender and sexual identity; and (4) examine predictors of rough sex frequency. Participants were 4998 students randomly sampled from a large Midwestern university who completed a confidential Internet-based survey (2453 women, 2445 men, 41 gender non-binary, 36 transgender or other gender non-conforming identities). Within these, 1795 individuals who reported a romantic/sexual partner of at least 3 months responded to questions about engaging, liking, and initiating rough sex. The most common behaviors participants considered to be rough sex were choking, hair pulling, and spanking. Transgender and gender non-binary students more often endorsed behaviors as rough sex. Also, rough sex was conceptualized as multidimensional, with one cluster being more consistent with earlier conceptualizations of rough sex (e.g., hair pulling, spanking) and the second cluster including behaviors such as choking, slapping, punching, and making someone have sex. About 80% of those with a current sexual or romantic partner engaged in rough sex with them and most who engaged it liked it. Bisexual women reported greater rough sex frequency and enjoyment (54.1% indicated enjoying it “very much”). Implications for sexuality research and education are discussed.

In the wake of the COVID-19 pandemic, most U.S. colleges closed their campuses—including residence halls—causing significant disruption to students’ lives. Two waves of data were collected from undergraduate students enrolled at a large U.S. Midwestern university: Wave 1 was a confidential online survey of 4989 randomly sampled undergraduate students collected in January/February 2020; Wave 2 was collected in April/May 2020 following campus closure. Our research aimed to: (1) assess how the COVID-19 related campus closure affected college students’ romantic/sexual relationships, (2) examine students’ past month sexual behaviors prior to the pandemic in comparison with their sexual behaviors during campus closure, and (3) compare participants’ pre-pandemic event-level sexual behaviors with those occurring during campus closure. Of 2137 participants who completed both waves (49.8% women, mean age = 20.9), 2.6% were living at home in Wave 1 compared to 71.0% at Wave 2. Of those in relationships, 14.5% experienced a breakup and 25.3% stayed in their relationship but returned home to different cities. There were no statistically significant differences in participants’ prior month reports of solo masturbation or sending/receiving nude/sexy images between Waves 1 and 2; however, participation in oral, vaginal, and anal sex significantly decreased across waves. Examining participants’ most recent sexual events, Wave 2 sex more often occurred with a cohabiting or relationship partner and was rated as more wanted, emotionally intimate, and orgasmic. Implications for sexual health professionals are discussed.

Objective This research investigates the processes leading to felt constraint in romantic relationships. Background Romantic commitment can be driven by a genuine desire to remain romantically involved with a partner, or it can be motivated by real or perceived constraints (e.g., shared property, psychological control or coercion, perceived obligations to one's partner) that make leaving relationships challenging. When relationship commitment and stability are driven by constraints rather than personal desire, individuals may feel “stuck” in their romantic unions, leading to negative outcomes for both individuals and couples. Method Using data from in‐depth interviews with 35 individuals about their relationship histories, we employed grounded theory techniques to define and explain the process of entering and exiting relationships with high levels of felt constraint (i.e., stuck relationships). The final sample included 14 individuals discussing 21 stuck relationships. Results Participants often entered stuck relationships in their teens and early 20s. Based on positive early experiences, couples quickly accrued barriers to breakup (e.g., cohabitation, marriage, children, family entanglement) that sustained the partnership despite declines in relationship satisfaction. The decision to leave stuck relationships was often motivated by maturing out of the relationship or becoming more aware of alternatives. Conclusions Our study adds additional support for the notion that constraints are not universally problematic but must be understood within the context of the developing relationship in order to determine their likely consequences. Implications Our findings support relationship education focused on building an individual's capacity to (a) assess the future viability of their partnerships and (b) overcome barriers to breakup if and when that becomes relevant.

Objective: To explore emerging adults' beliefs about their ability to end romantic relationships and to identify demographic, personality, and romantic experience factors associated with breakup beliefs. Background: Although, ending relationships is a key component of emerging adult romantic development, research suggests that breakups tend to be protracted and painful Little is known about what individual skills might be relevant in making breakups smoother for both members of a couple. Method: Using a cross-sectional design and drawing from an existing survey panel, 948 emerging adults completed an online survey about their romantic experiences and health outcomes. Results: Most participants perceived that they can carry out breakup-related tasks; they reported knowing when to break up, being able to do so appropriately, being able to accept it when someone breaks up with them, and not delaying breaking up. However, a sizable proportion of participants (23.5% to 47.1% depending on the item) reported that they lacked the skills necessary to end romantic relationships. Beliefs about the ability to end relationships were most consistently associated with emerging adults' general self-efficacy. Conclusion: Although most emerging adults in the sample appeared confident in their abilities to break up, a sizeable minority indicated that they lacked key skills to end relationships. Implications: Relationship education programs for emerging adults generally do not focus on relationship dissolution. Yet our findings suggest that some emerging adults may need opportunities to build skills that will help them exit relationships that are unhealthy, unsatisfying, or out of sync with their individual goals.

Prior studies have examined the main effects of positive and negative interactions with romantic partners on adolescent well-being, but few studies have tested if positive interactions can buffer the adverse effects of negative interactions on well-being. Data in the present study were from 101 adolescents with romantic partners who participated in a cross-sectional study of parent-adolescent relationships. Adolescents reported on the positive and negative interactions with their romantic partners and indicators of positive youth development, internalizing, externalizing, and loneliness. Overall, positive interactions were associated with the greater positive youth development while negative interactions were associated with greater internalizing, externalizing, and loneliness. There were no significant interaction effects between positive and negative interactions for any of the aspects of adolescent well-being. Thus, aspects of these adolescents’ PYD appears to benefit from greater positive interactions, while negative interactions appear to be associated with greater internalizing, externalizing and loneliness. Relationship education for adolescents may help promote more positive romantic partnerships. Relationship educators can help adolescents learn to manage romantic expectations, learn to distinguish between conflicts that should be resolved and those that may warrant breaking up, and helping adolescents build break up skills so they can minimize time spent in conflictual partnerships.